Barriers to English-Speaking Skills Among Grade 8 Students: A Case Study of Amuma Dilla Primary School
DOI:
https://doi.org/10.20372/star.V15.i1.06Keywords:
English Speaking Skills, Student Attitude, Classroom Communication, Teacher Motivation, Primary SchoolAbstract
Developing speaking skills remains a major challenge in Teaching English as a Foreign Language (TEFL), particularly in primary schools. This study looked at factors affecting English-speaking skills among grade 8 students at Amuma Dilla Primary School. It examined both students’ attitudes and challenges in the classroom. A descriptive mixed-methods design was used. All 50 grade 8 students and three English teachers participated. Data were collected through structured questionnaires, semi-structured interviews, and classroom observations. Quantitative and qualitative data were analyzed using SPSS. The results showed that lack of confidence, limited speaking opportunities, negative attitudes toward English lessons, low motivation, heavy reliance on translation, and cognitive overload were the most influential barriers. The study recommends encouraging group work, increasing speaking practice, reducing reliance on translation, and supporting independent learning strategies. These findings show the need to address both learner- and teacher-related factors to improve English speaking skills in primary schools.
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